Abstract
In light of the paucity of evidence on mothers’ involvement in expressive and creative therapy for adolescents with learning disabilities (LD) studying at special education schools, the current study examined mothers’ perceptions of their involvement in the therapy and of the relationship with the therapist. The sample comprised 18 mothers to adolescents with LD who were in therapy for at least one year. Data was collected via semi-structured interviews. The findings indicated several therapeutic issues as well as the special encounter that occurs between the therapeutic and educational domain. The discussion presents three main styles of maternal involvement. The theoretical implications of the results and their practical implications for expressive and creative therapy within schools are discussed.
Highlights
In light of the paucity of evidence on mothers’ involvement in expressive and creative therapy for adolescents with learning disabilities (LD) studying at special education schools, the current study examined mothers’ perceptions of their involvement in the therapy and of the relationship with the therapist
This study explored the involvement of mothers in expressive and creative therapy provided to their children at a special education setting in Israel, from the mothers’ perspective
In view of the increasing use of expressive and creative therapy in general and for children within schools in particular, on the one hand, and the paucity of empirical evidence regarding this phenomenon, on the other, the present study aims to examine a major aspect of this type of therapy
Summary
In light of the paucity of evidence on mothers’ involvement in expressive and creative therapy for adolescents with learning disabilities (LD) studying at special education schools, the current study examined mothers’ perceptions of their involvement in the therapy and of the relationship with the therapist. This study explored the involvement of mothers in expressive and creative therapy provided to their children at a special education setting in Israel, from the mothers’ perspective. The study focused on mothers’ perceptions and expectations regarding expressive and creative therapy as well as on contact and communication with the therapist. It addressed the issue of maternal involvement in topics and issues from the therapeutic domain as well as concerning the challenging encounter between the educational domain and the therapeutic domain, with the aim of formulating models for working with parents in educational settings. Some of the research literature tends to note the parents’ gender (mothers or fathers) while others relate to the parental attitude and role – parents. Expressive and creative therapists (art, movement, drama, psychodrama, bibliotherapy and music therapists) are gradually becoming integrated in educational systems
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